Campus Improvement Plan - Katy ISD SES 2015 16.pdf · Campus Improvement Plan for Schmalz Elementary School 8 of 40 2/25/16 Current Needs Based on data collected, what are the current

Campus Improvement Plan for Schmalz Elementary School 1 of 40 2/25/16

2015-16 Campus Improvement Plan

Schmalz Elementary SchoolSchool Name

Katy Independent School DistrictDistrict Name


Table of Contents

Mission Statement ..................................................................................................................................................................................................................................3

Campus Profile ........................................................................................................................................................................................................................................5

Comprehensive Needs Assessment.........................................................................................................................................................................................................6

Student Performance Data....................................................................................................................................................................................................................13

STAAR 3-8: Science (Work in Progress) .............................................................................................................................................................................................13

STAAR 3-8: Reading (Work in Progress) ............................................................................................................................................................................................14

STAAR 3-8: Writing (Work in Progress) .............................................................................................................................................................................................15

STAAR 3-8: Mathematics (Work in Progress)....................................................................................................................................................................................16

Goals and Strategies..............................................................................................................................................................................................................................17

Student Growth and Success Work Plan...........................................................................................................................................................................................17

Safe and Orderly Working and Learning Environment Work Plan. ...................................................................................................................................................24

Effective and Efficient Operations Work Plan. ..................................................................................................................................................................................27

Community Engagement Work Plan. ................................................................................................................................................................................................29

Organizational Improvement Work Plan. .........................................................................................................................................................................................33

Summary of Expenditures in this Plan...................................................................................................................................................................................................35

Total Allocations and Expenditures by Funding Source ....................................................................................................................................................................35

Total Expenditures by Object Type ...................................................................................................................................................................................................36

Total Expenditures by Object Type and Funding Source ..................................................................................................................................................................37

Assurance Addendum ...........................................................................................................................................................................................................................38

Local Requirements ..........................................................................................................................................................................................................................38

Plan Requirements............................................................................................................................................................................................................................39

Staff Development ............................................................................................................................................................................................................................40


Mission Statement

Katy Independent School District’s Mission StatementKaty Independent School District, the leader in educational excellence, together with family and community, provides unparalleled learning experiences designed to prepare and inspire each student to live an honorable, fulfilling life...to create the future.

Schmalz Elementary School’s Mission StatementSchmalz Elementary School will work collaboratively with parents and community to provide a safe, supportive and inclusive learning environment in which parents are involved, students are challenged, and teachers are dedicated to the belief that every child will learn. The implementation of an aligned, comprehensive curriculum partnered with a sincere commitment will offer each child academic preparation and the opportunity to become productive and continuous learners, effective communicators, good citizens, and valued leaders of the future.

Campus Advisory Team Membership

Name of CPOC Member Position Member’s Term Year Member’s Signature

Jo Ann Robisheaux Certified Teaching 1st Year

Tiffany Nipp Certified Teaching 2nd Year

Kiana Johnson Certified Teaching 1st Year

Megan Engels Certified Teaching 1st Year

Katacha Miller Certified Teaching 1st Year

Yvette Foster Certified Teaching 1st Year

Justin Easton Certified Teaching 1st Year

Erin Zimmerman Certified Teaching 1st Year

Lorraine White Certified Non-Teaching 2nd Year

Vivian Cashion Certified Non-Teaching 2nd Year

Jaime Shipley Certified Non-Teaching 2nd Year

Amanda Karl Parent 1st Year

Brenda Pennington Parent 1st Year

Christy Ellman Parent 1st Year

Amanda Ruiz Parent 1st Year

Alia El-Aghe Parent 1st Year


Liz O'Donnell Community 1st Year

Jon Maxwell District Liaison 1st Year

CIP Development Timeline and Meeting Dates

# Timeline Development

1 September 21, 2015 CAT Meeting

2 October 26. 2015 CAT Meeting

3 February 8, 2016 CAT Meeting

4 April 18, 2016 CAT Meeting

5 September 15, 2015 Develop Needs Assessment

6 September 21, 2015 Revise CIP with input from staff, CAT team

7 February 8, 2016 Review CIP progress

8 April 18, 2016 Assess implementation of CIP, Review Data, Begin Needs Assessment for 2015-2016

* Policy requires a minimum of five meetings, one of which is dedicated to conducting a public hearing in late fall to publicize the school’s newly-released AEIS statistics.


Campus Profile

Katy ISD Student Profile

Katy ISD Student Statistics

Total Enrollment 1,163

At-Risk 69.6%

Low Income 58.5%

Limited English Proficient 37.1%

Special Education 11.0%

Career Technology Education 0.0%

Bil/English as a Second Language 36.0%

Gifted/Talented 1.3%

Title I Programs 100.0%

Attendance Rate 96.8%

Source: PEIMS snapshot data for 2014-2015, 2013-2014 Texas Academic Performance Report

Additional Information

Schmalz Elementary is one of 37 elementary campuses in Katy ISD. Schmalz opened its doors in 2001 and serves 1140 students in grades PK-5. PK is a half day program. Kindergarten and first grade are self-contained classes. Students in grades 2-5 are in team teaching classes. The student population is 19% African-American, 10% Anglo, and 51% Hispanic. The overall mobility rate is 18% and 55.5% of students are economically disadvantaged. The average daily attendance rate is 97%. The staff population is 10% African-American, 68% Anglo, and 20% Hispanic. The staff is also 91% female and 9% male. 75% of teachers have 6 or more years of experience.


Schmalz Elementary School Campus Improvement PlanComprehensive Needs Assessment

Current Strengths

Based on data collected, what are the current strengths of your campus?

3rd, 4th, and 5th grade students demonstrated strengths in reading and science scores with 90% meeting Level II Phase In Academic Performance in reading and 88% in science

Student Growth and Success

Provided instructional technology, such as iPads, Apple TV, document cameras, and Smartboards, and training for teachers to integrate into instruction to engage studentsDeveloped and monitored the extended learning time to reach the enrichment needs of students to be able to achieve at Advanced Academic levels, as well as provide intervention, so all students make progressTrained staff members in district initiatives, such as reader's workshop, writer's workshop, Fountas and Pinnel Benchmark Assessments, Lucy Calkins Units of StudyTrained teachers in the Lead4ward modules and activities to enhance our data analysis and action planning for student achievementUtilized a science support teacher to help teachers at each grade level plan science lessonsCreated and implemented a science lab rotation schedule so all students receive the hands-on lab experienceUtilized EduSmart for grades K-5 in scienceStudied the TEKS in all content areas during four Unit Planning days scheduled throughout the yearSupported all students in creating their own goals to help them level upImplemented a professional learning rotation for grade levels to grow and learn as neededCreated a Student Voices group, where students discuss what they are learning with the principal several times throughout the yearProvided training in academic vocabulary theory and application for teachers to use in their classrooms

Safe and Orderly Working and Learning Environment

Utilized CHAMPs strategies school-wide to organize classroom expectations and consistently enforce hallway proceduresPromoted the Core Essential curriculum with students on morning announcements, during classroom instruction, and recognized students at a monthly breakfast with parentsImplemented classroom guidance lessons, which included bullying and core essentials, with the school counselorImplemented a week of Anti-Bullying activities in OctoberImplemented Digital Citizenship daysImproved and reviewed the Emergency Management PlanProvided new Go Bags to staff members

Community Engagement

Implemented Coffee Chats to involve parents in various aspects of the school and to give them an opportunity to voice concerns and ideasCreated Learning Walks for parents after the Coffee ChatsProvided Title I information at both orientation meetings for parentsUpdated our campus website regularly


Utilized the Tuesday Folder system to communicate with parentsProvided several family nights for math and CATCHHosted an 80"s family night and a daddy/daughter dance

Effective and Efficient Operations

Met with team leaders monthly to keep teams informed of topics relative to the effective and efficient operations of the schoolUtilized special projects money to provide a before school tutorial program for students who were at risk of failingImplemented RtI Google Docs to make the Thursday meetings more efficientPurchased instructional technology, such as iPads, document cameras, and Smartboards, to engage students for instructionImplemented monthly PDR planning sessions led by the instructional coaches to align instruction horizontally and vertically

Organizational Improvement

Focused on the consistent implementation of CHAMPSBuilt leadership capacity with the instructional coaches as they worked with teachers to plan weekly for instruction, secured resources and data, and provided professional learningReorganized and monitored the extended learning time to meet the needs of all students with focused remediation and enrichment opportunitiesUtilized academic support teachers with inclusion intervention support and pull out intervention supportCreated time each nine weeks for teachers to long range plan


Current Needs

Based on data collected, what are the current needs of your campus?

Continue to improve community engagement, communication, and student progress


Provide instructional technology, such as iPads, Apple TV, document cameras, and Smartboards, and training for teachers to integrate into instruction to engage studentsContinue to monitor extended learning time to reach the enrichment needs of students to be able to achieve at Advanced Academic levels, as well as provide intervention, so all students make progressContinue to meet teachers where they are in their professional learning journey for reader's workshop, writer's workshopTrain teachers in the Lead4ward modules and activities to enhance our data analysis and action planning for student achievementProvide training on the Lead4ward resources and expect teachers to use them for planningContinue to implement the science lab rotation schedule so all students receive the hands-on lab experienceUtilize EduSmart for grades K-5 in scienceCollaborate and understand the TEKS in all content areas during planning sessions each monthSupport all students in creating their own goals to help them level upContinue to plan for the professional learning rotation for grade levels to grow and learn as neededContinue the Student Voices group, where students discuss what they are learning with the principal several times throughout the year, as well as provide feedback for improvementProvide training in academic vocabulary theory and application for teachers to use in their classroomsProvide training in guided math and problem solving with Greg TangProvide training for ESL teachers


Improve and review the Emergency Management Plan and practice the emergency drills regularlyUtilize the new blue tickets for positive behavior support in the common areas of the school and students can save the tickets for the prize patrolDisplayed prize patrol options in the cases by the gym to remind students what they can earnPosted expectations in the hallways and cafeteriaEmphasize digital citizenship weekPromote the BEAM challengePromote anit-bullying week


Continue the Love and Logic trainings to support parents as they work with their childrenRecruit KEYS mentors and Junior Achievement volunteers to work with studentsFacilitate coffee chats and learning walks for parents to learn strategies to work with their children and to provide constructive feedback to the schoolUtilize Facebook and Twitter to communicate with parents, as well as continue to update our school websiteUtilize a blog to communicate the staff and parents


Facilitate family nights to encourage family involvementConduct Math Connection Nights to teach parents how to help their children at home


Purchase instructional technology, such as iPads and Apple TVs, to engage studentsProvide teachers with the training needed to integrate technology into instructionImplement a two week rotation computer lab schedule to ensure all students have the opportunity in the labProvide ipads for checkout to students and parents for use at home


Provide training and collaboration opportunities for the co-teach inclusion model to be successful with our special education studentsImplement monthly planning sessions for long-range planning and collaboration using the Lead4ward resourcesProvide ongoing staff development on growth mindset and Mindset Monday emails for encouragement and professional learningContinue the New Shark Academy for all teachers new to Schmalz to receive extra support and professional growth


Summary of Campus/Priorities/Focus Area

Based on data collected, what are the campus priorities and focus areas?

We need to increase our academic performance in the area of special education. Percentage of special education students meeting Level II Phase In Academic Performance for 2014-2015 STAAR is as follows:66% in Reading, 61% in Math, 47% in Writing, and 50% in Science


Created a co-teach model and an ICS by paraprofessional model to group students in each grade levelCreated the special education master schedule before scheduling other studentsContinue to develop the co-teach model of inclusion within our classrooms for maximum student learning and successMonitor student progress through the use of data bindersEnsure special education teachers are trained in the same programs and materials as regular education teachersUse LLI, IReady and other intervention programs as neededUse extended learning for resource small groups as neededWork with students to determine if STAAR A is and appropriate assessment


Work with the special education department to ensure we are providing the best possible special education services so our students are successfulCollaborate weekly with our LSSP to provide behavior support and behavior plans as neededConduct walk-throughs and observations regularly to monitor our special education servicesWork with the behavior specialist to begin PBIS plans


Nominate parents to participate on the district special education committeeInform parents of district trainings and information sessions provided by the special education departmentCommunicate with parents regarding family nights that will provide a range of activities to use at home with their studentsProvide coffee chats with the principal for parents to learn strategies to work with their children, as well as have the opportunity to voice ideas and concernsProvide learning walks for parents to spotlight what is happening the classroomsProvide Math Connection Nights to teach parents how to help their children at home


Allocate funds to purchase materials needed to support special educationProvide instructional technology to engage studentsHire highly qualified and dedicated teachers and paraprofessionals


Hold monthly team meetings for the special education team to collaborateMeet regularly with the special education team leader to be proactive and problem solveReview accommodations and modifications with special education and general education staffReview IEP goals and PLAAFP statements with special education teachersConduct a student support review of each special education student to ensure the support schedule, needs (PLAAFP), disability, and IEP goals are aligned


Include special education teachers in content planning meetings for each grade levelInclude special education teachers in our bi-monthly professional development rotation sessionsTrain special education teachers and general education teachers for best practices using the inclusion model


Summary of Professional Learning Needs

Based on data collected, what are the professional learning needs for your campus?

Professional Learning in all Content Areas


Lead4ward Data Analysis and Action PlanningTechnology IntegrationGrowth Mindset: Mindset MondaysReader's and Writer's Workshop for teachers not yet trainedA more in depth approach to Reader's and Writer's Workshop for teachers already trainedLab site model lessons for Reader's and Writer's WorkshopGreg Tang math session on Problem Solving brought to SESTeachers sent to Greg Tang workshop in HoustonJon Seidlitz ESL session brought to SESDinah Zike vocabulary session brought to SESModel lessons for guided mathNumber TalksTAHPERD for physical education TtachersGrammar trainings with Jeff AndersonTMEA for music teachersTAEA for art teachersCAMT and CAST conferences for math and science teachersCampus learning walks






Student Performance Data

STAAR 3-8: Science (Work in Progress)

Group Tested# Met Level 2

Phase-in 1

% Met Level 2

Phase-in 1

# Met Level 2

Phase-in 2

% Met Level 2

Phase-in 2

# Met Level

2 Final

% Met Level 2 Final

# Met Level 3 Advanced

% Met Level 3 Advanced

Received Progress

# STAAR/ELL Met

Progress

% STAAR/ELL Met Progress

# STAAR/ELL Exceeded Progress

% STAAR/ELL Exceeded Progress

2016 Target

All 170 149 88% 128 75% 69 41% 21 12% 4 ~ ~ ~ ~ 87%

HI 90 82 91% 73 81% 40 44% 12 13% 3 ~ ~ ~ ~ 87%

AI 1 ~ ~ ~ ~ ~ ~ ~ ~ 0 - - - - ~

AS 12 11 92% 11 92% 8 67% 3 25% 0 - - - - 95%

AA 38 29 76% 24 63% 12 32% 3 8% 0 - - - - 87%

PI 1 ~ ~ ~ ~ ~ ~ ~ ~ 0 - - - - ~

WH 23 20 87% 15 65% 8 35% 3 13% 1 ~ ~ ~ ~ 87%

>2 5 ~ ~ ~ ~ ~ ~ ~ ~ 0 - - - - ~

SED 101 87 86% 72 71% 39 39% 13 13% 3 ~ ~ ~ ~ 87%

SPED 14 7 50% 5 36% 3 21% 0 0% 0 - - - - 87%

LEP(C) 22 17 77% 15 68% 10 45% 2 9% 4 ~ ~ ~ ~ 87%

ESL 10 6 60% 6 60% 4 40% 0 0% 2 ~ ~ ~ ~ 87%

Bil 13 12 92% 9 69% 6 46% 2 15% 2 ~ ~ ~ ~ 87%


STAAR 3-8: Reading (Work in Progress)


Phase-in 1

% Met Level 2

Phase-in 1

# Met Level 2

Phase-in 2

% Met Level 2

Phase-in 2

# Met Level

2 Final

% Met Level 2 Final



Received Progress

# STAAR/ELL Met

Progress




2016 Target

All 516 465 90% 417 81% 230 45% 102 20% 326 142 44% 72 22% 87%

HI 267 243 91% 221 83% 118 44% 50 19% 174 72 41% 44 25% 87%

AI 2 ~ ~ ~ ~ ~ ~ ~ ~ 1 ~ ~ ~ ~ ~

AS 49 47 96% 43 88% 30 61% 11 22% 34 15 44% 9 26% 90%

AA 107 92 86% 81 76% 41 38% 19 18% 58 26 45% 9 16% 87%

PI 1 ~ ~ ~ ~ ~ ~ ~ ~ 1 ~ ~ ~ ~ ~

WH 75 67 89% 58 77% 34 45% 17 23% 45 24 53% 7 16% 87%

>2 15 14 93% 12 80% 6 40% 4 27% 13 4 31% 2 15% 87%

SED 321 289 90% 262 82% 132 41% 53 17% 201 92 46% 45 22% 87%

SPED 53 35 66% 26 49% 14 26% 2 4% 23 7 30% 7 30% 87%

LEP(C) 149 135 91% 120 81% 64 43% 22 15% 79 34 43% 24 30% 87%

ESL 82 73 89% 62 76% 32 39% 8 10% 56 23 41% 15 27% 87%

Bil 65 60 92% 56 86% 32 49% 15 23% 26 12 46% 11 42% 90%


STAAR 3-8: Writing (Work in Progress)


Phase-in 1

% Met Level 2

Phase-in 1

# Met Level 2

Phase-in 2

% Met Level 2

Phase-in 2

# Met Level

2 Final

% Met Level 2 Final



Received Progress

# STAAR/ELL Met

Progress




2016 Target

All 162 140 86% 121 75% 56 35% 9 6% 12 8 67% 1 8% 87%

HI 88 74 84% 65 74% 33 38% 4 5% 5 ~ ~ ~ ~ 87%

AI 0 - - - - - - - - 0 - - - - ~

AS 15 15 100% 13 87% 7 47% 2 13% 3 ~ ~ ~ ~ 90%

AA 29 23 79% 19 66% 6 21% 1 3% 2 ~ ~ ~ ~ 87%

PI 0 - - - - - - - - 0 - - - - ~

WH 24 23 96% 20 83% 8 33% 1 4% 2 ~ ~ ~ ~ 87%

>2 6 5 83% 4 67% 2 33% 1 17% 0 - - - - 87%

SED 104 91 88% 78 75% 34 33% 5 5% 10 8 80% 0 0% 87%

SPED 19 9 47% 7 37% 3 16% 1 5% 1 ~ ~ ~ ~ 87%

LEP(C) 42 37 88% 31 74% 12 29% 3 7% 12 8 67% 1 8% 87%

ESL 25 19 76% 15 60% 4 16% 2 8% 8 4 50% 1 13% 87%

Bil 20 20 100% 18 90% 10 50% 2 10% 4 ~ ~ ~ ~ 95%


STAAR 3-8: Mathematics (Work in Progress)


Phase-in 1

% Met Level 2

Phase-in 1

# Met Level 2

Phase-in 2

% Met Level 2

Phase-in 2

# Met Level

2 Final

% Met Level 2 Final



Received Progress

# STAAR/ELL Met

Progress




2016 Target

All 516 442 86% 406 79% 239 46% 85 16% 57 18 32% 29 51% 87%

HI 266 229 86% 211 79% 120 45% 37 14% 38 11 29% 21 55% 87%

AI 2 ~ ~ ~ ~ ~ ~ ~ ~ 0 - - - - ~

AS 49 47 96% 46 94% 33 67% 15 31% 11 3 27% 6 55% 95%

AA 107 85 79% 74 69% 36 34% 10 9% 2 ~ ~ ~ ~ 87%

PI 1 ~ ~ ~ ~ ~ ~ ~ ~ 0 - - - - ~

WH 76 66 87% 62 82% 42 55% 17 22% 6 3 50% 2 33% 87%

>2 15 13 87% 11 73% 7 47% 5 33% 0 - - - - 87%

SED 323 270 84% 245 76% 135 42% 49 15% 45 15 33% 23 51% 87%

SPED 54 33 61% 27 50% 15 28% 7 13% 6 1 17% 5 83% 87%

LEP(C) 148 125 84% 112 76% 65 44% 20 14% 57 18 32% 29 51% 87%

ESL 82 66 80% 58 71% 31 38% 9 11% 32 12 38% 11 34% 87%

Bil 64 57 89% 52 81% 34 53% 12 19% 25 6 24% 18 72% 87%


Goals and Strategies

Subject Area: Student Growth and Success Work Plan.

True North Goal: True -- North: Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success.

Campus Goal: Schmalz Elementary students will exceed the Level II Satisfactory Academic Performance (Phase II) standard on all STAAR assessments with a focus on reaching the Level III Advanced Academic Performance standard and the Level II Satisfactory Academic Performance (Final) standard, as well as focusing on student progress as reported on STAAR assessment.

Objectives Strategies System Safeguards

Title I Component

(Check All That Apply)

Measurable Evidence of Accomplishment Timeline Position(s)

Responsible Object Type Funding Source Amount

The percentage of Schmalz Elementary students to meet or exceed the Level II Satisfactory Academic Performance (Phase II) standard will be 87% or higher on all STAAR assessments and in each student group, as well as meet or exceed 65% of all students making progress on all assessments.

Provide opportunities for teachers to attend staff development to gain focus, clarity and depth of instructional strategies/practices in reading, math, writing, and science. Teachers will then return to the campus and share the new ideas and instructional practices with the appropriate staff.

X X 2

X 3

X 4

DLACommon assessments developed by the teachers and instructional coachesClassroom observations and walk-throughsSTAAR data

June 2016 PrincipalAssistant PrincipalsInstructional CoachesTeachersDistrict PresentersOut of District presenters

6200-6299 Contracted

Services

Title I 10,000.00

6400-6499 Other

Operating Costs

211: TITLE I PART A

15,000.00

The percentage of Schmalz Elementary students to meet or exceed the Level II Satisfactory Academic Performance (Phase II) standard will be 87% or higher on all STAAR assessments and in each student group, as well as meet or exceed 65% of all students making progress on all assessments

Purchase materials to supplement math, science, and reading instruction to help students master grade level TEKS.

X X 2

X 3

Common AssessmentsNine-weeks gradesSTAAR,EOY ISIP

June 2016 Title I teachersInstructional Coaches, Title I DepartmentPrincipal

6300-6399 Supplies and

Materials

Title I 39,000.00


Materials

19X: GENERAL OPERATING

FUND

30,000.00

The percentage of Schmalz Elementary students to meet or exceed the Level II Satisfactory Academic Performance (Phase II) standard will be 87% or higher on all STAAR assessments and in each student group, as well

Increase student achievement for special education students in each content area by using the co-teach inclusion model, training staff members appropriately, and providing additional resources.

X X 2

X 3

X 8

X 9

X 10

DLA ScoresCommon Assessment ScoresISIPSTAAR scoresEOY ISIP

June 2016 PrincipalAssistant PrincipalsSpecial Education TeachersClassroom Teachers/Co-


Materials

19X: GENERAL OPERATING

FUND

1800.00



Title I Component




as meet or exceed 65% of all students making progress on all assessments

TeachersInstructional Coaches


Implement an extended learning time for grades K-5 to meet student needs with enrichment and intervention. Academic support teachers will provide inclusion and pull out remediation for identified target students. Classroom teachers will provide small group instruction to focus on student needs and help all students make progress.

X X 2

X 3

X 9

X 10

Lesson Plans, Content Collaboratives, RtI MeetingsAssessment and STAAR Data

June 2016 Instructional CoachesAdministratorsTeachersAcademic Support Teachers


Utilize Title I funds to improve student achievement by providing:

1. Supplemental technical tools to enhance digital instruction.2. Supplemental instructional resources, including materials, tutors, etc. to engage at risk students.3. Training to adequately prepare teachers with strategies to meet the needs of at risk learners.

X X 2

X 3

X 4

X 5

X 7

X 8

X 9

X 10

Campus Needs Assessment, Assessment DataProfessional Development Hours, Certification documents

June 2016 Principal, Instructional Support Team, Teachers, Comp./Federal Programs Staff

None Specified

Title I 65,000


Utilize Title III immigrant funds to supplement instruction provided to immigrant students with extended day tutoring or inclusion tutoring.

X 2

X 3

PEIMS identified immigrant studentsStudent Achievement DataObservations

June 2016 PrincipalAssistant PrincipalBilingual Team LeaderESL Teachers None

SpecifiedTitle III 3,000.00

Increase the growth and achievement of all students

Utilize collaborative teamwork for instructional planning to include: Data analysis by grade,

8 DLA reports and metricsEnd-of-Year STAAR reportsSystem Safeguard DataDistinction Designation data

August 2015 - June 2016

Ex.Director,Research, Assessment and Accountability



Title I Component




subject, student group, and progress measure

Data analysis through reflective questions using the Lead4Ward processes

Grade-level, vertical, and /or interdisciplinary team meetings for data analysis and dialogue

Development of an instructional plan/Action Plan based on data analysis to be included in the campus improvement plans

Individual student data analysis and student goal setting sessions

PBMAS indicators for ELL, SPED, and NCLBEvaluation according to DLA calendarInstructional Coach meetings each month as evidenced on the agendaConversations with Executive Leadership Team monthlyEvidence of differentiated instruction in lesson plans weekly

Curriculum & Instruction DepartmentsPrincipalAssist. Prin.Team LeadersInstructional Leadership Team/Instructional Coaches


(Technology) Provide opportunities, inclusive of professional development, to build capacity of teachers, principals, and other staff to integrate multiple technology tools relevant to the digital learner.

4 Defined Instructional strategies in Forethought facilitating technology integrationSpecific lesson plans in Forethought utilizing technology integration aligned to State AssessmentsBright Bytes Survey Attendance of iCampConnected Learner InitiativeDigital star Teacher Recognition


Technology DivisionTeaching & Learning DivisionPrincipalsInstructional Leadership TeamInstructional CoachesClassroom Technology Designers

Increase the growth and achievement of students in special populations

[Gifted and Talented/Advanced Academic Studies (G/T/AAS)]

Program options enable G/T students to work together as a group, work with other students, and work independently during the school day/entire year. Provide Out-of-School options relevant to students’ areas of strength, such as Destination Imagination.

Provide opportunities to accelerate in areas of student strengths

Recruit and retain students in

Participation in Destination ImaginationPentathlonAcademic DecathlonOtherAcademic CompetitionsStudent enrollment in courses advanced for grade JHMSI DataComparison of class rosters --beginning and end of semestersMaster schedule per semesterClass rosters per semesterDestination Imagination TeamsPentathlon, Academic Decathlon, and other Academic Competitions per competition schedules


GT/AAS DepartmentPrincipalAssist. Prin.CounselorsGT Facilitator/Teachers



Title I Component




advanced courses

Elementary- GT students are clustered in groups of 5-8 in the regular academic classroom if numbers permit.Secondary- GT students are grouped in high-density clusters

CBE permissions per academic area / per semesterSchedule changes per semester


(Gifted and Talented)Every teacher assigned to teach a GT course has attained required 30 hours of GT training in:a) Nature and needs of G/T studentsb) Assessing and identifying G/T student needsc) Curriculum and instruction for G/T studentsd) Assessing social and emotional needs of G/T studentse) Creativity and instructional strategies for G/T students.

Year-end G/T Professional Dev. Records for each GT TeacherTeacher Appraisals 30 Hour Awareness Certificates Certificates of Attendance for G/T per sessionG/T Prof Dev. Sign-in per session


G/T ConsultantsRegion IV G/T Dir.Houston Area Coop on G/TGT/AAS Dept.College BoardPrincipalAssistant PrincipalInstructional PrincipalInstructional Leadership TeamCounselorsGT Facilitator


(Gifted and Talented) In collaboration with the coordinator in content areas, implement and evaluate development of differentiated curriculum for meeting needs of gifted students using effective instructional techniques.

District or campus evaluation surveysAP scoresStudent productsLesson Plans weeklyCurriculum DocumentsWalk-throughs/Observations


Dir. of GT/ & Adv. Acad, Studies (AAS)TeachersInstructional Leadership TeamGT FacilitatorsGT/AAS Instructional Officer

PrincipalAssist. Prin.Instructional Leadership TeamClassroom TeachersGT FacilitatorCounselors


(Gifted and Talented)Conduct annual GT screening by following the district-wide

Student referrals per district GT calendarG/T PEIMS data per semester


G/T Program GuideTX State Plan



Title I Component




procedures for referral, screening, and identification of students. Emphasize finding and indentifying underrepresented groups.

Ethnicity reports per semesterScreening results per district calendarStudent referrals per district GT screening calendarG/T participation rosters per semesterEthnicity reports per semesterScreening results per semesterCampus communication and announcements per semester

for GT Educ. Dir. GT/Adv. Acad. StudiesInstructional Officer for GT/AASDistrict PersonnelParent/Teachers/Staff

PrincipalAssist. Prin.CounselorGT Facilitator/TeachersCampus Selection Committees


Conduct annual program evaluations utilizing student performance data derived from special populations for the purpose of program review and revision

Per Program Applicability:State assessment data (STAAR, TELPAS)Promotion / Retention dataParent / Student SurveysProgress ReportsReport cards District assessment data

March 2016- June 2016

Per Program ApplicabilityDirectors of:GT/AAS DeptOffice of Interventions (SCE) Federal Programs and External Funding (Title I)Department of Other Languages (Title III)Curriculum & Instruction (Title II)Career & Technical EducationSpecial EducationCampus PrincipalCounselorsProgram Facilitators

Increase the growth and (Special Education) Campus LRE Ratio Reports August 2015 - Special



Title I Component




achievement of students in special populations

Monitor LRE ratio and develop campus capacity to support inclusive programming for students with disabilities.

ESP Instructional Arrangement Code ReportsObservations of research-based strategies during walk-through and PDAS appraisal process per campus/district calendar

June 2016 Each 6 Weeks

Education DepartmentPrincipalCampus Special Ed. Department


(Special Education) (STAAR)Examine all STAAR, STAAR-A and STAAR-Alt2 results for percentage of students meeting state standards

Confidential Student Records (CSR)STAAR, STAAR-A, and STAAR-Alt 2 ResultsPBMAS Report


Special Education DepartmentAccountability / Research Dept.

PrincipalDiagnosticianSpecial Ed. Team LeaderCampus Spec. Ed. (SPE) Administrator


(Special Education)Train all special education staff, building administrators, and counselors on Special Education program compliance.

TEA complaintsPBMAS reportSystem Safeguard ReportTimeline/Referral LogsTraining agendas and registrations


Special Education DepartmentSpeech PathologistDiagnosticianDiagnostic TeacherCounselorsCampus Administration


(English Language Learners)Monitor ELLS' academic progress and linguistic support by ensuring that the ELPs (English Language Proficiency Standards are implemented in all content areas. Utilize TELPAS (Texas English Language Proficiency Standards) and STAAR results to monitor progress of ELL students. Train all ELL staff, administrators and counselors on timeline requirements and state compliance, including LPAC initial training (Verification and Oaths), IPT and IOWA, STAAR, STAAR L, and TELPAS

TELPASSTAAR LLPAC Summary Reports Acceleration of English Language Proficiency Plan ELL Accommodations ChecklistChart progress of monitored students each grading period


Language Proficiency Assessment Committee (LPAC)LPAC Decision-Making ProcessCampus Administrative StaffESL TeachersDepartment of Other LanguagesDepartment of Research, Assessment and Accountability

Increase the growth and (Professional Development) 4 Surveys and Feedback August 2015 - Department of



Title I Component




achievement of all students Provide professional development (trainings, conferences, instructional coaching) that increases knowledge and skills related to curriculum (TEKS), scientifically-based researched strategies and the integration of technology to meet the needs of diverse student populations.

Local, State, and National AssessmentsAgendasSign-in SheetsLesson Plans

June 2016 Curriculum & InstructionDepartment of Other LanguagesPrincipal & Asst. PrincipalsInstructional CoachesProgram Facilitators


(Title II, A)The CAT, teachers andadministrators will complete prof. dev. in clearly defined focus areas to meet No Child Left Behind (NCLB), District and campus goals and participate in applicable campus and district prof. dev. survey accountability training.

Summative appraisalsResults of surveysStaff Survey Prof. dev. documentation - per trainingCampus surveys - Spring


Content Area SpecialistsPrincipalAssistant PrincipalTeam LeadersCampus Instructional Support

Increase the achievement of students in special populations

(Supplemental Support)Identify, monitor progress and provide supplemental instructional support and resources to struggling at-risk, Title I, LEP, and dyslexic students

9 ISIP ReportsAnnual IPTSTAAR resultsTELPASDropout dataLocal assessmentsReport CardsProgress ReportsEng. Acquisition Measure Periodic scheduleProgress Monitoring Measures


PrincipalInstructional Support StaffOffice of InterventionsDepartment of Federal ProgramsDepartment of Other Languages


(SSI)Monitor progress of students failing to meet SSI promotion requirements in the previous academic year and provide remediation via supplemental materials and services. Progress will be recorded on the accelerated instruction plan, interim reports and opportunities to conference will be provided to parents of identified students.

9 District/state assessment dataPromotion/retention dataAccelerated Instruction PlanBenchmark dataService logsProgress reportsReport cardsConference records


C & I DepartmentCounselors, as applicableCampus principalCampus intervention support staffOffice of Interventions



Subject Area: Safe and Orderly Working and Learning Environment Work Plan.

True North Goal: True -- North: A safe, orderly, positive and quality learning and working environment will be provided for students and staff.

Campus Goal: Students, staff, and parents at Schmalz Elementary will regard the school as safe and orderly while promoting a positive and supportive environment where all students can learn, develop responsible behavior, and treat others with respect.


Title I Component

(Check All That Apply)s



Schmalz Elementary will use a campus collaborative model for decision making in regards to improvement for safety, security, and a positive learning environment.

Maintain a school wide safety focus by directly teaching the importance of respect, positive character traits, and making good choices through the Core Essentials and guidance lessons. Recognize students who each month for displaying the Core Essential character trait by inviting them and their parents to a breakfast.

X 10 Morning announcements, scripted lessons, counselor's lessonsReduced number of discipline referrals to the office

June 2016 Guidance Counselor

Teachers and staff


Materials

19X: GENERAL

OPERATING FUND

1000.00

Schmalz Elementary will use a campus collaborative model for decision making in regards to improvement for safety, security, and a positive learning environment

Utilize select students for Safety Patrol to promote a safe and orderly school during arrival and dismissal.

ObservationsSafe,Timely, andOrderly Arrival and Dismissal Procedures

June 2016 PrincipalAssistant PrincipalsCounselor


Materials

19X: GENERAL

OPERATING FUND

200.00


Continue the implementation of a school-wide initiative to incorporate CHAMPs strategies as a means to increase structure in the classrooms and to maintain a common vocabulary and set of expectations for students. Train new staff members in CHAMPs strategies and include reminders to the entire staff.

X 2

X 10

Agenda for staff development

Decreased number of office referralsDashboard Data

June 2016 PrincipalAssistant Principals



Title I Component





Conduct regular safety committee meetings in order to keep the faculty informed about safety issues and address any potential safety problems with the staff in a timely manner. Provide new go bags and maps for the classrooms.

X 10 Scheduled MeetingsAgendas and sign-in sheetsSafe EnvironmentDrill schedule

June 2016 Assistant PrincipalSafety CommitteePrincipalStaff


Implement positive behavior supports with expectations posted in the hallways and cafeteria for those specific common areas. Provide blue tickets for students spotted with good behavior. Provide a prize patrol cart to come around periodically for students to cash in tickets. Create a PBIS committee to work on future goals for the campus.

X 2

X 10

meeting agendas and minutesDashboard Data

June 2016 PrincipalAssistant PrincipalsPBIS Committee


Materials

19X: GENERAL

OPERATING FUND

2,000.00

(Technology:Cyber-Safety)Apply strategies for fostering online safety, privacy, and security in support of student learning by routine meeting/training focus on Cyber Safety/and Acceptable Use in such areas as password protection, identity theft/privacy and personal safety and external devices capturing private info.

End-of-year campus/district reports indicate no unauthorized access to Katy ISD accounts

*CCTV systems tested per district guidelines/timelines*Raptor stations staffing daily*Passwords reset per district timelines


Technology Dept.Technology designated staff

Campus Administrators

Testing Coordinators as applicable

(Emergency Operation/ Management Plan)• Review, update, and

communicate plans to all staff.

• Identify a campus safety liaison

Institute NIMS certification for incident command team and alternates

End-of-Year documentation confirms emergency plan practiced and followedNIMS Training completedAppropriate drills carried out per established guidelinesRequired FEMA Training Certificates attained


TeachersSafety ManagerSchool Safety Task ForceFEMA TrainingDistrict Emergency Plan

PrincipalAdministrative Asst.Administrative TeamIncident Command Team

(Safe & Drug Free Schools) Participant Rosters August 2015 - Local Law



Title I Component




Promote parent and community involvement in Tobacco Alcohol and Other Drugs (TAOD) and violence/dating violence prevention/weapon free programs/ activities.

Program CalendarsParent EvaluationSurveys as applicable

Agendas, Sign-Ins per trainingTraining Evaluations per training

June 2016 Enforcement OfficersCommunity ProfessionalsLSSP Student Support SpecialistsKISD School Health Advisory Committee (SHAC)

CounselorsPrincipals



Subject Area: Effective and Efficient Operations Work Plan.

True North Goal: True -- North: Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective work environment.

Campus Goal: Schmalz Elementary will promote student engagement during instruction with the use of integrated technology.


Title I Component




Technology resources and staff development opportunities will be provided to build capacity for increased student engagement and the use of integrated technology during instruction.

Provide opportunities for professional development to integrate technology and build capicity among teachers. Provide additional technology tools relevant to the digital learner, such as iPads, SMART Boards, Apple TVs, and a variety of accessories.

X 2

X 3

X 4

X 5

Track use of technology

BOY, MOY, and EOY assessments

classroom observationsBright Byte Survey

Classroom Tech Designer Survey

June 2016 PrincipalAssistant PrincipalsInstructional CoachesClassroom Tech DesignerTechnology Department


Materials

211: TITLE I PART A

15,000.00


(Technology: PEIMS Data)Submit error-free PEIMS data to TEA by monitoring and validating accuracy of PEIMS data reporting through designating a campus PEIMS Administrator to coordinate PEIMS data submission/input/verification and perform other related duties: edits, reports, verification checks, PEIMS Audit Box

Submission error-free Technology Dept.Campus ADACampus RegistrarCampus TeachersPrincipalAssistant PrincipalCampus PEIMS Administrator each six weeks

August 2015 - June 2016 Each 6 Weeks

Technology Dept.Campus ADACampus RegistrarCampus Teachers

PrincipalAssistant PrincipalCampus PEIMS Administrator

(Technology: Printing)Increase use of Katy ISD Print Shop resources for printing and copying by reducing use of campus printing to minimize waste/use of paper and resources through designating staff responsible for coordinating, approving, and submitting printing orders in a timely manner

End-of-year reduction in number of copies made on convenience copiers

Reduction in number of copies made per semester

Increase in number of timely-submitted orders sent to district print shop per semester


Technology/Printing Depts.PrincipalsDept. HeadsFinancial Clerks

Designated/Selected staff printing coordinators

Staff members(Technology) Provide opportunities, inclusive of professional development, to

4 End–of-yearIdentified curricular changes made in ForeThought to


Technology DivisionTeaching &



Title I Component




build capacity of teachers, principals, and other staff to integrate technology tools relevant to the digital learner.

facilitate technology integrationDefined Instructional

strategies in KMAC facilitating technology integrationSpecific lesson plans in ForeThought utilizing technology integration aligned to TEKS and STARRBright Bytes SurveyAttendance of iCampConnected Learner InitiativeDigital Star Teacher Recognition

Learning DivisionPrincipalsInstructional Leadership TeamInstructional CoachesClassroom Technology Designers

(Energy Conservation)Energy conservation guidelines and communications will be implemented campus–wide

Institute student awareness energy conservation program, such as Watt Watchers

Establish campus energy liaison

Annual Usage/Cost Report (per square foot)

School Dude Utility ReportQuarterly Usage Reports

August 2015-July 2016

TeachersWatt WatchersUtility conservation managerBuilding reservations reports

PrincipalAdministrative Asst.Administrative TeamCampus appointed energy liaisonBuilding custodians



Subject Area: Community Engagement Work Plan.

True North Goal: True -- North: Parents and community members are provided a variety of opportunities for active, collaborative involvement which support student success.

Campus Goal: The faculty and staff of Schmalz Elementary will work collaboratively with parents and the community to establish and maintain a safe, supportive and positive learning environment that will promote high academic achievement for all students.


Title I Component




Parent involvement and community support will increase at all school functions to better meet the needs of all students as they work to achieve high levels of performance.

Secure male mentors for targeted 3rd, 4th, and 5th grade boys through the YMOM, Young Men on a Mission, Program. Secure female mentors for targeted 3rd, 4th, and 5th grade girls through the YLWS, Young Ladies Who Shine, Program. Schedule regular meetings and activities that will allow the mentors and students to interact positively.

X 9 Nine-week gradesNine-week conduct reportsEOY averagesEOY discipline referrals

June 2016 YMOM committee membersYLWS committee membersPrincipalPE department 6300-6399

Supplies and Materials

Title I 200.00


Provide materials and learning opportunities to help parents work with their children to improve achievement and to foster parent involvement in their child's school work, such as Love and Logic training and a resource library.

X X 6

X 7

X 9

Meeting datesSign-in sheetsSurvey results

June 2016 PrincipalAssistant PrincipalsCounselorInstructional Coaches


Materials

Title I 2,000.00


Provide multiple opportunities for parents to be actively engaged with the students and the teaching and learning process at Schmalz by providing interactive family nights, special programs and events, coffee chats, and CATCH fitness night.

X 6

X 7

X 9

Schedule of meetingsSurveys from meetingsSign-in sheetsAgendas

June 2016 PrincipalAssistant PrincipalsTitle I CoordinatorTeam Leaders

Faculty and Staff

Title I 2,000.00



Title I Component





Communicate with parents through the use of weekly conduct cards, Tuesday Folders, Parent Link emails, progress reports, report cards, parent conferences, phone calls, blog, Twitter, and Facebook.

X 6 Conduct Cards, Progress ReportsParent Communication Logs, Parent Conference Forms, Report Cards

PrincipalAssistant PrincipalsTeachers

(PK and K Transition)PK and K teachers develop transition strategies and the school provides Kindergarten orientation at different times and in a variety of settings to increase the number of parents participating and sharing transition strategies

District offers PK/K Summer Program to identified students in ESOL/Bilingual

X 7 • Identify K ‘09 – ‘10 students -- Sprg ‘09

• Identify PK students -- Sprg-Summer ‘09

• Flyers & information distributed -- April ‘09

• Information disseminated concerning PK/K summer program for identified ESOL/Bilingual students

• Evaluation of transition strategies/progress PK – 1

• Registration PK, K data• Parent Evaluations• Spring Update Website• Summer PK/K enrollment• ISIP Reports

PrincipalAPCounselorsCompensatory/Federal Programs StaffTitle III StaffPre K and Kinder teachers

Title III

State Summer Program Funds for PK/K

PrincipalAPTitle I ContactCompensatory/Federal Programs Staff

PrincipalParental Involvement Comm.CAT

Title I Contact

Compensatory/F



Title I Component




ederal Programs Staff

Continue district-wide JA program as defined by KISD/JA agreement.

JA Annual Report of activities/participation

Lesson Plans as scheduled in KMAC


KISD JA StaffJA SW Tx StaffCommunity ProfessionalsC & I Staff

PrincipalJA LiaisonC & I Staff


(Title III)Promote parental language instruction educational programs for the parents of ELL students at the District Parent Centers

Sign-In Sheets & Attendance ReportsParent evaluation or surveyFlyers, AgendasMinutes, Parent Comments per meeting• Brochures


Department of Other LanguagesPrincipalAsst. PrincipalELL Teachers


The CAT, teachers, administrators, other staff members and parents will collaborate and coordinate planning efforts and implementation of staff development to build ties between parents and school

6 Training evaluationParent evaluation or surveyAgendasSgn-In SheetsMinutes per planning meeting


Principal Assistant PrincipalCATInstructional Leadership TeamDepartment of Curriculum & InstructionDepartment of Federal Programs & External Funding


PK/K teachers will collaborate concerning students transitioning from PK to K including sharing assessment results, student work, permanent record folders, and anecdotal notes. Campuses will share strategies with parents to assist with the transition from PK to K as well as provide multiple opportunities for parents to be involved; also includes an annual kindergarten orientation.

District offers PK/K Summer Program to identified students in

7 Evaluation of transition strategies/progress PK Registration PK, K dataParent EvaluationsSpring Update WebsiteSummer PK/K enrollmentISIP Reports

Information disseminated concerning PK/K summer program for identified ESL/Bilingual students


PrincipalAPPre K and Kinder teachersCounselorsDepartment of Federal Programs & External FundingDepartment of Other Languages



Title I Component




ESL/Bilingual (belongs in all campuses)


Hold annual meeting to share Title I information, school report card, standards and goals, and information on how parents can help support student achievement. Increase parent attendance at Title I events by offering a flexible number of meetings in a variety of settings, dates and times.

6 Parent evaluation or surveyFlyers, Agendas, Sign- ins per meetingMinutes, Parent Comments per meetingRecord # of parents attending


PrincipalAPTitle I ContactFederal Programs Staff


Campuses in collaboration with parents will develop, review and/or revise both the Home/School Compact and Parental Involvement Policy, share the compact and policy with all parents, and document how those items were shared with parents.

6 Parent CompactParental Involvement PolicyParent SurveyFlyers, Agendas, Sign- ins per meetingMinutes, Parent Comments per meeting


PrincipalParental Involvement Comm.CAT membersTitle I ContactFederal Programs Staff



Subject Area: Organizational Improvement Work Plan.

True North Goal: Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance needs.

Campus Goal: The faculty and staff at Schmalz Elementary will utilize data collabortively throughout planning and evaluation.


Title I Component




Schmalz Elementary teachers and staff will work collaboratively to analyze data, create and implement effective lesson plans, and provide intervention to meet student needs to increase academic achievement.

Participate in Lead4ward webinars and work sessions to effectively implement the strategic data plans among grade levels.

X X 2

X 3

X 4

X 8

X 10

Content Collaboratives, PDR agendas, STAAR Data, Campus Data

June 2016 PrincipalAssistant PrincipalsInstructional Coaches, Teachers, Research Assessment & Accountability Dept.


Materials

19X: GENERAL

OPERATING FUND

200.00

Schmalz Elementary teachers and staff will work collaboratively to analyze data, create and implement effective lesson plans, and provide intervention to meet student needs to increase academic achievement

Utilize instructional coaches to support teachers in professional development rotation sessions, which will include TEKS study, vocabulary development, data analysis, lab site model lessons, and other learning opportunities suggested by teachers.

X X 2

X 3

X 4

X 8

X 10

Observations, Lesson Plans, Walk-ThroughsAssessment and STAAR Data,agendas, PDR minutes, local and common assessments

June 2016 PrincipalAssistant PrincipalsInstructional CoachesTeachers


Materials

19X: GENERAL

OPERATING FUND

500.00


(New Teachers)Support new teachers to Katy ISD to become ESL certified within 2 years of employment

End-of-year Human Resources reports/rostersSign-in Sheets - per calendar trainingsTraining Manual distribution - per trainingsSBEC records - per filingTeacher contracts - per filing


PrincipalAsst. PrincipalDepartment of Other Languages

Increase the retention of quality teachers through on-going professional learning.

(New Teachers)Support new teachers with ongoing professional development sessions and mentor support

3 Mentor/Mentee Surveys and/or ReflectionsTeam Meeting Minutes - per meetingCampus Mentor Log - weekly


Principal Asst. Prin.Department of Professional Learning



Title I Component




Campus meeting minutes - monthlyDistrict Mentor/Mentee Calendar - Fall/SpringAgendasSign-In Sheets

Mentor TeachersTeam Leaders/Campus Department ChairsInstructional Coaches


Recruit and retain highly qualified staff, defined through state, No Child Left Behind (NCLB) and local criteria, by highlighting the school and its students on the Website and by participating in job fairs

5 Applications submittedPersonnel RosterJob Fairs- SpringUpdate Website- Fall/Spring


School Improv. Spec.Prof. Learning DeptPrincipalAssist. Prin.Instructional Leadership TeamInstructional CoachesTeam Leaders/Department ChairsTechnology TeamClassroom Teachers


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Total Expenditures by Funding Source

Funding Source Total Expenditures19X: GENERAL OPERATING FUND 35,700.00

211: TITLE I PART A 30,000.00

Title I 118,200.00

Title III 3,000.00



Total Expenditures by Object Type

Object Type Total Expenditures6200-6299 Contracted Services 10,000.00

6300-6399 Supplies and Materials 91,900.00

6400-6499 Other Operating Costs 15,000.00

None Specified 68,000.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

6300-6399 Supplies and Materials 19X: GENERAL OPERATING FUND 35,700.00

6300-6399 Supplies and Materials 211: TITLE I PART A 15,000.00

6400-6499 Other Operating Costs 211: TITLE I PART A 15,000.00

Title I 2,000.00

6200-6299 Contracted Services Title I 10,000.00

6300-6399 Supplies and Materials Title I 41,200.00

None Specified Title I 65,000.00

None Specified Title III 3,000.00


Assurance Addendum

Schmalz Elementary SchoolKaty Independent School District

Local RequirementsPlease indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an “X” in the box next to the corresponding requirement.

X Schmalz Elementary School has met the legal requirements for campus improvement planning, including institution of a campus-level committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b])

X Completed a needs assessment which serves as the basis for the CIP.

X Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal- setting, strategies to address and support these objectives, including accelerated instruction.

X Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups’ performance.

X Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria.

X Addressed students’ needs for special programs – e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs.

Included strategies for dropout prevention and reduction. (middle school and high school)

X Included strategies for improving student attendance.

Included strategies for improving the campus’s completion rate. (high school)

X Provided for a program to encourage parental and community involvement at the campus.

X Included goals and methods for violence prevention and intervention on campus.

Included strategies for addressing issues related to education about and prevention of dating violence. (high school)

X Reported, coordinated, and integrated all funding sources, for example, Title I and II, and State Compensatory Education (Supported by the district’s Financial Services Team).

X Teachers will focus instruction on the TEKS deemed as “critical” and will follow the district’s scope and sequence for the course and/or grade level.

Counselors will provide students and parents with information about higher education admissions, financial aid opportunities, the TEXAS and Teach of Texas grant program, and the need for making informed curriculum choices to be prepared for success beyond high school. (middle school and high school)

X Provided use of the i-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 3.

X Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or Pre-Kindergarten.

X IDEA Part B Stimulus – Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities.

X The use and implementation of Stimulus money will be monitored monthly.


Assurance Addendum


Plan Requirements

X 1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the SMART goals for the next school year.

X 2. School-wide reform strategies – These strategies include ones that strengthen the core academic program; meet the educational needs of historically under-served populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Examples of school-wide strategies follow: teach content-focused vocabulary terms/phrases – 20 per year, per core subject from the district’s list – for all students to learn (in addition to the usual teacher-selected vocabulary words); expand effective instructional strategies, including use of technology in ways proven to increase students’ engagement in learning and level of thinking about content and concepts.

X 3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold even though they have varying levels of experience. Experienced teachers give support to less experienced teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

X 4. High-quality and ongoing professional development – Helping teachers provide on-the-job training and monitoring to promote teachers’ professional development. Staff members participate in professional development offered throughout the year. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff.

X 5. Strategies to attract high-quality, highly-qualified teachers – Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district’s Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.

X 6. Strategies to increase parental involvement – Schools engage in numerous activities to increase parent involvement in the campus’s programs. Open Houses, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or STAAR information programs.

X 7. Transition from early childhood programs – Elementary schools collaborate with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. (Not applicable to secondary schools)

X 8. Measures to include teachers in the decisions regarding the uses of academic assessments – Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues.

X 9. Effective, timely additional assistance – Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via infoservweb and are accessible to teachers and administrators.

X 10. Coordination and integration of federal, state, and local services and programs – At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.


Assurance Addendum


Staff Development

Date Audience Responsible for Planning Purpose/Content